Tingkat Burnout Akademik pada Siswa SMA di Sekolah Umum dan Sekolah Berbasis Islam

Abstract

Academic burnout refers to the burden, stress, or other psychological factors resulting from students' learning activities, which manifest as emotional exhaustion, a tendency toward depersonalization, and a diminished sense of personal accomplishment. Burnout may lead to difficulties in concentration, increased academic procrastination, and a decline in academic performance. This condition is influenced by various factors, including a high workload, grade pressure, lack of social support, and an unconducive learning environment. This study aims to analyse the comparative levels of academic burnout among high school students in public schools and Islamic-based schools. A comparative quantitative method was employed, using a probability sampling technique with simple random sampling. The sample consisted of 370 respondents, comprising 185 students from public schools and 185 from Islamic-based schools. The instrument used was the adapted Maslach Burnout Inventory-Student Survey (MBI-SS). Data analysis was conducted using an independent sample t-test, and the findings indicate a significant difference in academic burnout levels between students from public and Islamic-based schools, with a significance value of 0.002 (p < 0.05). The average academic burnout score of students in public schools was 38.42, whereas that of students in Islamic-based schools was 36.34. Thus, the average level of academic burnout in public schools is higher than in Islamic-based schools. Additionally, the exhaustion dimension recorded a higher average score compared to the dimensions of cynicism and reduced self-efficacy. This research enriches the understanding of the factors that affect  students' academic burnout, especially the difference between public schools and Islamic-based schools. For researchers, they can then consider the use of qualitative methods to delve deeper into students' subjective experiences related to  academic burnout.